Creating a Flexible Pedagogical Qualification Program at a German University of Technology
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| Natura: | Recurso digital |
| Lingua: | inglese |
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Zenodo
2020
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| _version_ | 1866901176937611264 |
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| author | Bulmann, Ulrike Billerbeck, Katrin Bornhöft, Sara |
| author_facet | Bulmann, Ulrike Billerbeck, Katrin Bornhöft, Sara |
| contents | A high quality engineering education builds, amongst other things on pedagogically competent teachers. Thus, to strategically qualify all involved teachers at a university is desirable; but in Germany it is still voluntary. Recently, a German University of Technology established an obligatory pedagogical qualification program for all research assistants employed under universitys' budget. This short paper highlights the program design, the first evaluation and present partipants' reaction. A 60 hour, maximum two year lasting program that is flexible, individualized, needs-based and hands-on with foci on "Higher Education & Engineering Pedagogy" and "Research-Based Learning" was designed. Intending to empower participants' pedagogical competencies, the program consists of an initial consultation, workshops, complementary elements and a final event. First of all, it is questioned how participants react to the program. Therefore, registrations were investigated and quantitative surveys carried out before and after three months of running the program. Data was analyzed using descriptive statistics. First, results indicate positive participants' reaction to the program while individual pathways play an important role, such as key program characteristics. Secondly, results indicate that pedagogical competence acquisition takes place early in the program and is important for participant reaction but is limited for now. Thirdly, besides the program design, participants attitudes and supervisors support are relevant factors for participant reaction and proper learning. It is planned to detect the participants' reaction, learning and future teaching prospective after completing the program using a mixed-method approach, to develop the program further and to find university wide solutions besides the program itself. |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_14654253 |
| institution | Zenodo |
| language | eng |
| publishDate | 2020 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Creating a Flexible Pedagogical Qualification Program at a German University of Technology Bulmann, Ulrike Billerbeck, Katrin Bornhöft, Sara pedagogical qualification program evaluation engineering pedagogy research-based learning A high quality engineering education builds, amongst other things on pedagogically competent teachers. Thus, to strategically qualify all involved teachers at a university is desirable; but in Germany it is still voluntary. Recently, a German University of Technology established an obligatory pedagogical qualification program for all research assistants employed under universitys' budget. This short paper highlights the program design, the first evaluation and present partipants' reaction. A 60 hour, maximum two year lasting program that is flexible, individualized, needs-based and hands-on with foci on "Higher Education & Engineering Pedagogy" and "Research-Based Learning" was designed. Intending to empower participants' pedagogical competencies, the program consists of an initial consultation, workshops, complementary elements and a final event. First of all, it is questioned how participants react to the program. Therefore, registrations were investigated and quantitative surveys carried out before and after three months of running the program. Data was analyzed using descriptive statistics. First, results indicate positive participants' reaction to the program while individual pathways play an important role, such as key program characteristics. Secondly, results indicate that pedagogical competence acquisition takes place early in the program and is important for participant reaction but is limited for now. Thirdly, besides the program design, participants attitudes and supervisors support are relevant factors for participant reaction and proper learning. It is planned to detect the participants' reaction, learning and future teaching prospective after completing the program using a mixed-method approach, to develop the program further and to find university wide solutions besides the program itself. |
| title | Creating a Flexible Pedagogical Qualification Program at a German University of Technology |
| topic | pedagogical qualification program evaluation engineering pedagogy research-based learning |
| url | https://doi.org/10.5281/zenodo.14654253 |